1 Materials Evaluation S Parfyonova school №44 TomINSET Cohort V Session II. Парфенова Светлана Михайловна Учитель английского языка МОУ СОШ №44

2 Aims Aims By the end of the session you will have: -made needs analyses for selecting coursebooks -practiced in evaluating coursebooks -practiced in adapting your coursebooks to your teaching situation

3 Outcomes By the end of the module you will have: -developed criteria for materials selection -selected one coursebook appropriate to your teaching/learning situation and defined areas for its adaptation

4 In favour of using a coursebook 1. Framework. 2. Economy. 3. Convenience. 4. Guidance. 5. Autonomy. 6. Syllabus. Ur, Penny. 1966

5 Against using a coursebook 1. Inadequacy. 2. Irrelevance, lack of interest. 3. Limitation. 4. Homogeneity. 5. Over-easiness.

6 Catalist -Communicative? -Aims? -Teachable? -Available additions? -Level? -Our impression? -Student interest? -Tried and tested? Neville Grant (1991) ‘Making the Most of your Textbook’ Longman

7 Criteria for assessment (impressionistic overview) CriterionImp. Objectives explicitly laid out in an introduction and implemented in the material √√ Approach educationally & sociably acceptable √ Clear attractive layout; print easy to read √

8 Encourages learners to develop own learning strategies and to become independent… √ Adequate guidance for the teacher; not too heavy preparation load √ Audio cassettes√ Readily available locally√ ( table continonuation)

9 Periodic review and test sections√ Plenty of authentic language× Good pronunciation explanation and practice ? Good vocabulary explanation and practice √ Good grammar presentation and practice √ Fluency practice in all four skills√ ( table continuation)

10 Appropriate visual material available √ Interesting topics and tasks √ √ Varied topics and tasks… √ √ Clear instructions √ √ Systematic coverage of syllabus √ √ Content clearly organized and graded √ √ Ur, Penny ( table continuation)

11 IN-DEPTH EVALUATION Subjective Analysis Coursebook Learner’s needs Syllabus, Federal Standard Evaluator’s experience

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13 Guidelines for evaluation 1.Coursebooks should correspond to learners’ needs. They should match the aims and objectives of of the language-learning programme. 2.Coursebooks should reflect the uses (present or future) which learners will make of the language. Select course- books which will help to equip to use lang-ge effectively.

14 3. Coursebooks should take learner. account of students’ needs as learners and should facilitate their learning processes, without dogmatically imposing a rigid ‘method’. 4. Coursebooks should have a clear role as a support for learning. Like teachers, they mediate between the target language and the learner.

15 Making the best of it -what teachers can do  omission  addition  reduction  extension  rewriting/modification  replacement  reordering  branching Maley, Alan, “Squaring the circle- reconciling materials …”

16 Thank you!